This blog is inspired by Bowen Zhang who posted a blog questioning the extent to which her postgraduate experience was truly ‘international’ given the large number of Chinese female students (like herself) who populated many […]
Tag: Ann MacPhail
Publication: A figurational viewpoint of the complexity of policy enactment: An opportunity for agonistic dialogue?
Research Impact: In this paper we argue the need for agonistic dialogue between the stakeholders of the educational community and how his could lead to these stakeholders working together across curriculum policy spaces (e.g., curriculum development, teacher education, professional development) and […]
PESS Researchers awarded joint paper of the year for PESP Journal
Congratulations to PESS researchers (Antonio Calderon, Ann MacPhail, and Brigitte Moody) who were awarded joint paper of the year for Physical Education and Sport Pedagogy (PESP) Journal. PESP has an IF 5.830 and is ranked […]
Shared Responsibility Across a Shared Island: Teaching social justice in initial teacher education – prof Ann MacPhail.
Colleagues in the Department of Physical Education and Sport Sciences (PESS) at the University of Limerick and at the Ulster University have secured funding from The Standing Conference on Teacher Education, North and South (SCoTENS) […]
Publication:
Research Impact: There is a shift towards increased accountability and assessment in schools and this is echoed in an Irish context, with assessment a neglected area of study in teacher education programmes. The aim of […]
Publication: A rhizomatic exploration of a professional development non-linear approach to learning and teaching – Two teachers’ learning journeys in ‘becoming different’
Research Impact: In this paper we suggest that professional development providers need to be aware of the multiple elements of a teacher assemblage and to understand the complexity of teacher learning when deciding where to […]
Publication: Embedding assessment in learning experiences: Enacting the principles of instructional alignment in physical education teacher education
Research Impact: This paper focuses on interrogating ‘why’ and ‘how’ assessment can be effectively embedded in the delivery of learning experiences. That is, assessment as a means to engage students in the learning process rather […]
Publication: The perceived needs of teacher educators as they strive to implement curriculum change
Research Impact: The focus of this study was to explore teacher educators’ experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. […]
Publication: Seizing the opportunity to redesign physical education teacher education: blending paradigms to create transformative experiences in teacher education
Research Impact: Our intention in this paper has been to assist teacher educators who are being prompted consider teacher education paradigms, and associated pedagogical practices, that will be most effective in aligning with young people’s […]
Publication: Promoting instructional alignment in physical education teacher education
Research Impact: Effective teaching should demonstrate a match between what learners are intended to know and be able to do, the opportunities they receive to learn and practice, and how we assess for learning. In […]
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